Grade Level: 9th and 10th Topic: Government Bodies.
Objectives:
Student will understand that Governments have a distinct form and function
Student will know the function of our government as well as how other governments around the world function.
Student will be able to do a presentation on a government from another country and compare it to America's.
Maine Learning Results Alignment
Maine Learning Results: Social Studies . B. Civics and Government.
B2 Rights, Duties, Responsibility and Citizen Participation in Government. Grades 9-Diploma.
"Contemporary United States, 1961-present"
Students understand the legal rights, the civic duties and responsibilities, and roles of citizens living under other forms of government in the world."
b. Evaluate the relationship between the government and the individual as evident in the United States Constitution, the Bill of Rights, and landmarked court decision.
Rational- This lesson will give students an understanding of the structure of our government as well as how the government of at least one other country functions.
Assessment
Formative (Assessment for Learning)
At the start of this lesson, I will be leading a discussion of different types of governments, and which is better than others. Is our government the most successful type of government? The students will be split up into groups using the connection chart that we used at the start of term. They will be split up using groups of 3 and will be discussing the questions and presenting out their groups opinions and if there were any opposite opinions. They will then work using the WebQuest and chose a country from the list on the "sources" page. If the students wish to study a different county they must first have it approved by me.
Summative (Assessment of Learning)
They will be creating a mock video diary of their travels. The video needs to have the correct information from the "Topics to Be Addressed" list from the WebQuest. The video will be graded using the rubrics created
Integration
Technology: Video and imovie
English: They will be reading and writing about court cases which will need to include tools they would use in an English classroom.
Art: Some of the video would be including art and cultural aspects from their country, as well as important people from the country may include artists.
Science: As part of the project the video must include a "military threat invoice" where the students assess things like availiablity of nuclear weapons and other troop forces.
Math: Calculations of troop numbers, population, land mass areas, etc.
Groupings
The students will be split up into groups using the connection chart that we used at the start of term. They will be split up using groups of 3 and will be discussing the questions and presenting out their groups opinions and if there were any opposite opinions.
Differentiated Instruction
Strategies
*Verbal: Verbal learners will be able to contribute to the starting lecture on different countries
Visual: As the class discusses discusses different countries, I will involve pictures from the countries.
Logic: Throughout the project the students will need to have the Inclusion of dates, graphs, or numbers
Interpersonal: The starting activity will give time to collaborate with groups and discuss.
Intrapersonal: Research will be have to be done as homework on their own and each student will be creating their own presentation.
Music: In video production music will be used, also can play music from different countries.
Kinesthetic: Moving around to form groups but also work with computer will appeal to these learners.
Naturalistic: Naturalists will be able to film outside for their video if they chose to do so.
Modifications/Accommodations
*I will review students’ IEPs, 504s or ELLIDEPs and make the appropriate modifications and accommodations. Students will be informed that some of the lessons in this unit contain sensitive subject matter. If students do not wish to participate in any given activity, which involves said subject matter, they may inform me and I will supply them with an appropriate alternative to the activity.
Extensions
*imovie will be the Type II technology that they use to create their final project for this lesson.
Materials, Resources and Technology
Materials Day 1 and 2:
Class Wiki
WebQuest
Rubric for project- from the WebQuest
Textbooks
Discussion Questions
Materials Day 3:
Class Wiki
WebQuest
Rubric for project
Textbooks
Presentation List.
Grading Rubric copies-needed for me but not necessarily for students.
Materials Day 4:
Class Wiki
WebQuest
Rubric for project
Textbooks
Presentation List.
Grading Rubric copies-needed for me but not necessarily for students
Maine Standards for Initial Teacher Certification and Rationale
Standard 3 - Demonstrates a knowledge of the diverse ways in which students learn and develop by providing learning opportunities that support their intellectual, physical, emotional, social, and cultural development. Rationale: The students are able to pick countries which appeals to them or that they would like to find information about.
Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory. Rationale: Knowing how America's government's structure is an important part of connecting to real life. It is important for us to understand how other countries function so we can better understand them, and connect to them. Throughout the lesson there will be accommodation's to student's multiple intelligences.
Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs. Rationale:Throughout the lesson there will be accommodation's to student's multiple intelligences and technology will be used for research and for their final presentations.
Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner. Rationale: There is informal thought of discussion and support from the teacher as they research and put together their project. There is a formal evaluation at the end of the lesson.
Teaching and Learning Sequence:
Agenda Day 1: 80mins
A. Go over homework, collect homework, review previous lesson, answer any lingering questions. (Time varies between 10mins and 20)
B. Open activity: (20-30mins)
Present some information on the structures of other countries, present the questions to be discussed. (5-7min)
Group seperation and discussion. (5-10mins)
Class Discussion. (About 10mins)
C. Present the WebQuest and have students spend some time exploring what they are doing. Have students pick their topics and I record them on the class wiki. (10mins)
D. Use any remaining time for the student to start researching using computers or their text books.
Agenda Day 2: 80mins
A. Students will have half of the class (40-50mins) to do additional research. They may use their laptops (if avaliable at this time), or go to the computer lab for more information. They can work on their imovie if all research is completed. After the allotted time is over they must complete any other research/ work on their imovie outside of class. The last 5 mins of this time will be designated to order the presentations. This will be done by randomly chose of students out of a hat and having them chose a presentation time. If the students need more time this can be a full work day.
B. The remainder of class will be introducing the next topic.
Agenda Day 3. 80mins
A. Students will be presenting their videos. They will have roughly 5 mins to present.
Agenda Day 4. 80mins
A. Any students who did not present last class will present their court cases. They will have 5 mins to present.
B. A test, listing all the Countries presented by the class will be given. The students need to pick four countries and describe basic knowledge. They may use notes from the lectures. This test should take approximatly 30mins.
C. Any additional time will be used to talk about the next lesson.
UMF LESSON PLAN FORMAT
Teacher’s Name: Mr. Jared Libby Lesson # : 3
Grade Level: 9th and 10th Topic: Government Bodies.
Objectives:
Maine Learning Results Alignment
B2 Rights, Duties, Responsibility and Citizen Participation in Government. Grades 9-Diploma.
"Contemporary United States, 1961-present"
Students understand the legal rights, the civic duties and responsibilities, and roles of citizens living under other forms of government in the world."
b. Evaluate the relationship between the government and the individual as evident in the United States Constitution, the Bill of Rights, and landmarked court decision.
Rational- This lesson will give students an understanding of the structure of our government as well as how the government of at least one other country functions.
Assessment
Integration
English: They will be reading and writing about court cases which will need to include tools they would use in an English classroom.
Art: Some of the video would be including art and cultural aspects from their country, as well as important people from the country may include artists.
Science: As part of the project the video must include a "military threat invoice" where the students assess things like availiablity of nuclear weapons and other troop forces.
Math: Calculations of troop numbers, population, land mass areas, etc.
Groupings
Differentiated Instruction
*Verbal: Verbal learners will be able to contribute to the starting lecture on different countries
Visual: As the class discusses discusses different countries, I will involve pictures from the countries.
Logic: Throughout the project the students will need to have the Inclusion of dates, graphs, or numbers
Interpersonal: The starting activity will give time to collaborate with groups and discuss.
Intrapersonal: Research will be have to be done as homework on their own and each student will be creating their own presentation.
Music: In video production music will be used, also can play music from different countries.
Kinesthetic: Moving around to form groups but also work with computer will appeal to these learners.
Naturalistic: Naturalists will be able to film outside for their video if they chose to do so.
*I will review students’ IEPs, 504s or ELLIDEPs and make the appropriate modifications and accommodations. Students will be informed that some of the lessons in this unit contain sensitive subject matter. If students do not wish to participate in any given activity, which involves said subject matter, they may inform me and I will supply them with an appropriate alternative to the activity.
*imovie will be the Type II technology that they use to create their final project for this lesson.
Materials, Resources and Technology
- Class Wiki
- WebQuest
- Rubric for project- from the WebQuest
- Textbooks
- Discussion Questions
Materials Day 3:- Class Wiki
- WebQuest
- Rubric for project
- Textbooks
- Presentation List.
- Grading Rubric copies-needed for me but not necessarily for students.
Materials Day 4:Source for Lesson Plan and Research
CIA Fact Sheet : https://www.cia.gov/library/publications/the-world-factbook/geos/xx.html
Maine Standards for Initial Teacher Certification and Rationale
Rationale: The students are able to pick countries which appeals to them or that they would like to find information about.
Rationale: Knowing how America's government's structure is an important part of connecting to real life. It is important for us to understand how other countries function so we can better understand them, and connect to them. Throughout the lesson there will be accommodation's to student's multiple intelligences.
Rationale:Throughout the lesson there will be accommodation's to student's multiple intelligences and technology will be used for research and for their final presentations.
Rationale: There is informal thought of discussion and support from the teacher as they research and put together their project. There is a formal evaluation at the end of the lesson.
Teaching and Learning Sequence:
A. Go over homework, collect homework, review previous lesson, answer any lingering questions. (Time varies between 10mins and 20)
B. Open activity: (20-30mins)
- Present some information on the structures of other countries, present the questions to be discussed. (5-7min)
- Group seperation and discussion. (5-10mins)
- Class Discussion. (About 10mins)
C. Present the WebQuest and have students spend some time exploring what they are doing. Have students pick their topics and I record them on the class wiki. (10mins)D. Use any remaining time for the student to start researching using computers or their text books.
A. Students will have half of the class (40-50mins) to do additional research. They may use their laptops (if avaliable at this time), or go to the computer lab for more information. They can work on their imovie if all research is completed. After the allotted time is over they must complete any other research/ work on their imovie outside of class. The last 5 mins of this time will be designated to order the presentations. This will be done by randomly chose of students out of a hat and having them chose a presentation time. If the students need more time this can be a full work day.
B. The remainder of class will be introducing the next topic.
A. Students will be presenting their videos. They will have roughly 5 mins to present.
A. Any students who did not present last class will present their court cases. They will have 5 mins to present.
B. A test, listing all the Countries presented by the class will be given. The students need to pick four countries and describe basic knowledge. They may use notes from the lectures. This test should take approximatly 30mins.
C. Any additional time will be used to talk about the next lesson.